Professional Documents
Culture Documents
in schools
A handbook for teachers
Financed by
Digital games in schools: A handbook for teachers complements the
study How are digital games used in schools?, published in May 2009.
Both publications have been written in the framework of European
Schoolnet's Games in Schools project which began in January 2008
and ended in June 2009.
1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Glossary of terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
1. Introduction
1.1 The purpose of this handbook 1.2 Learning objectives
This handbook has been written in the framework of After reading this handbook, you should be
European Schoolnet's Games in Schools project able to:
which began in January 2008 and ended in June
2009. The project's aim was to analyse the current • Understand the benefits of game-based
Introduction
4
Why use games?
2. Why use
digital games
for learning?
2.1 Change in the perception their native language, a language through which
of digital games they communicate, express themselves and
understand the world around them. Digital natives
Until recently, digital games were associated with also play digital games extensively and are
many stereotypes and alleged to have negative passionately engaged in social networks,
effects on gamers’ physical and mental health. sometimes in the form of virtual worlds (Second
Why use digital games for learning?
However, later studies have shown that while Life, There, etc.). They usually engage in activities
digital games, played beyond a reasonable length that reward them for their perseverance, and as
of time, may have negative effects like any other a result they expect the same level of reward from
excess, if good gaming habits are followed (eg. learning activities. On the other hand, some
appropriate time, environment, moderation of instructors and teachers have found it difficult to
online games, etc.) they can be considered a safe engage and motivate this generation to take part
and fulfilling activity. The recent success of the in traditional learning activities, perhaps because
Nintendo Wii Fit and Nintendo DS (e.g. Brain the format used for formal teaching has failed to
Training) illustrates some of the numerous ways in match pupils’ needs, preferences and
which digital games can impact positively on expectations.
children’s health and general well-being.
Digital natives’ characteristics have been
Lately, a new movement identified as Serious acknowledged by some educators who have
Games has emerged. This movement aims to use understood that digital games could play an
new gaming technologies for educational or important part in education or training.
training purposes. It investigates the educational, These instructors have been using immersive
therapeutic and social impact of digital games built environments and gaming technology in order to
with or without learning outcomes in mind. This reach their students. This shift in teaching
movement has emerged to meet the needs of practices has been supported by the recent
a new generation of learners, often referred to as progress in gaming technology. It is now easier
the digital natives, whose distinctive characteristics and less expensive to develop digital games,
should be acknowledged in order to ensure thanks to game engines, games middleware and
2 successful learning outcomes and motivation on
their part. This generation of learners was born
Mods (modified versions of existing games), which
make it possible for people with little or no
after the 1970s and has been familiarized with programming background to develop digital
digital technology from a very young age. They use games. As a result, instructors wishing to create
digital devices frequently and ICT (Information and an educational digital game can focus on its
Communications Technology) has almost become educational features rather than its underlying
6
yet realistic environment for a wide range of
trainees including surgeons, soldiers and fire
fighters. For example, virtual environments such as
Second LifeII have been used to teach biology to
students or to train firefighters. More recently, the
immersive features of Second Life have been
7
a challenging environment, where they can make
mistakes and learn by doing. These types of
environments might be particularly suited to pupils
who are pragmatically minded. These pupils might
prefer to go through the process of experimenting,
instead of regurgitating information. Such an
Why use digital games for learning?
8
frustration or triumph. This succession of emotions dynamically. Although these systems were
tends to keep the players immersed. Furthermore, effective, their development costs were sometimes
studies have shown that emotions can help the perceived as prohibitive, partly because they were
memorization process, especially if the emotional based on advanced Artificial Intelligence (AI). Later
content or tone of the material to be learned on, the use of simulation matched the need for
matches the emotions of the learner. Because they learners to experiment with their mistakes, through
Since the emergence of the first CBT system, 2.4 Digital games and the cognitive
computer technologies have evolved significantly, process
and so have learning theories. The design of
educational systems has been greatly influenced Educational theories and Instructional Design can
by trends in educational psychology and help to create learning material and to ensure that
instructional design. For instance, when the first the learning objectives are achieved by the
CBT systems were released, they were based on learners. Such theories have been used to design
a number of questions and predefined answers school curricula and training programmes.
allowing for little interaction with the user. Amongst existing learning theories, different
Subsequent systems have included more flexibility
by incorporating tutoring systems. Tutoring
approaches can be applied to ensure successful
learning outcomes. Most educational theories fall
2
systems added the ability to monitor learners’ into one of the following categories: cognitivist,
progress and to adapt pedagogical strategies behaviourist and constructivist. In behaviourist
III There is an online virtual environment where the user can take part in social activities. It is available at: http://www.there.com
9
on the underlying cognitive process. Several well-
known theories have been established under the
cognitivist movement, such as transfer effect,
whereby learning can be affected by previous
knowledge. Finally, in constructivist theories,
subjects learn by interacting with their environment
Why use digital games for learning?
10
Why use digital games for learning?
In term of cognition and learning process, digital
games can be analysed through well-known
illustrates the process of accretation whereby
students modify their internal map (or knowledge)
2
models such as Carroll’s minimalist theory (19902, based on the information and feedback obtained
19983), Vygotsky’s Zone of Proximal Development from their previous actions. They successively go
(ZPD) (19784) or Kolb’s basic learning model through active experiments, concrete experiences,
(19755). For example, the basic learning model reflective observations, abstract conceptualizations
11
and back to active experiments. To some extent,
the cycle of learning events experienced in digital
games can be compared to Kolb’s learning cycle:
the players experience something discordant or
a failure (failure to win); they subsequently need to
reflect and identify the cause of the failure. Following
Why use digital games for learning?
12
encountered. Players’ motivation can be triggered 2.6.2 Fitness, mental and physical
or hindered by many different factors such as the health
game play, the graphics, the interface or the game
genre. Players’ behaviours in digital games The technology available for 3D-based digital
depend on their personality and aspirations. games has made it possible to create highly
Therefore, the relevance of the reward offered in realistic environments and simulations. This
In the military sector, MMORPGs are used not Experiments have been conducted in which
only to recruit soldiers but also to teach them students were required to create their own digital
strategic skills. For example, America’s ArmyIV has games using a game engine. These initiatives
been used to recruit soldiers and as a training
resource by the American government. It is now
made it possible for students to understand
programming principles, while collaborating with
2
available as a commercial digital game, which has their peers. For example, the game engine Game
been successful. Maker is used in several schools. It consists of
IV http://www.americasarmy.com
V http://www.msnbc.msn.com/id/6687019/
13
intuitive drag and drop tools to create 2D and 3D 2.6.5 Raising awareness
digital games which can then be uploaded onto
the publisher’s websiteVI and made available for Digital games have been adopted to raise
download. This type of development tool benefits awareness and to help discuss topics that can be
technical and collaborative skills and the creation taboo, such as pollution, environmental threats,
of online communities. sexual health or bullying. For example, in the
Why use digital games for learning?
14
Choice of games
3. Choosing
the appropriate
game
Digital games can be delivered in various formats • Bat and ball games: In these games, players
including CD-ROMS, DVDs, or online. The use a bat to hit a ball. One of the first digital
following sections will help you as a teacher to games based on this principle was PongXIII;
understand the different game genres, their key since then, many variations have flourished,
features and educational benefits. including Breakout, a game in which players
have to hit a ball that travels across the screen
Choosing the appropriate game
3.1 Taxonomy of digital games and strikes and destroys bricks. Some
and associated benefits educational games have been based on this
genre, including 10 Finger BreakOutXIV, a game
Before choosing a game, it is important to that teaches typing skills.
understand the different genres available and how
to identify them. The following list classifies and • Platformers: In these games, players move
describes different game genres. Their potential through an environment where they need to
learning applications and benefits are underlined. progress to platforms (hence the name). Mario
was one of the most popular platformer games of
• Shooters (and shoot ’em ups): In these its generation. Platformers are usually based on
games, players have to win by shooting their hand-eye coordination, and educational versions
opponents. Shooters can be static or scrolling. of these games have been developed to teach
In static shooters, the battlefield is restricted to geography (e.g. Mario is MissingXV), reading (e.g.
the size of the screen, whereas in scrolling Mario’s Early Years: Fun with Letters) or typing
shooters, only part of the battlefield is skills (e.g. Mario Teaches Typing).
displayed, and the screen scrolls horizontally or
vertically. Beat ’em ups also belong to this • Puzzles: In these games, players have to solve
category. In these games the players need to a puzzle to progress further in the game. The
fight opponents. Shooter games place gameplay usually occurs within a static screen.
emphasis on reflexes and coordination, rather Tetris is one of the most popular puzzle games.
than strategy. Recent digital games based on Puzzle games are essentially based on strategy.
this genre, such as Re-MissionXI or Immune Educational versions of puzzle games have been
3 AttackXII, have been used to introduce basic
concepts of immunology or cancer treatment.
developed to teach mathematics (e.g.
PrimeTime Adventure or Rocky’s BootsXVI).
XIV http://www.caiman.us/scripts/fw/f955.html
XI http://www.re-mission.net/ http://www.nintendo8.com/game/628/mario_is_missing/
XII http://fas.org/immuneattack/ XV http://prime-time-math-adventure.taylor-clark-software.qarchive.org/
XIII http://www.pong-story.com/atpong2.htm XVI http://www.warrenrobinett.com/rockysboots/
16
• Mazes: In these games, players have to navigate Squire (200313), it was shown how Civilization III,
through a maze and are chased by enemies that a popular RTS game, could be used in schools
they have to avoid. These games usually offer to help pupils understand geography and
a view from above and require strategy, forward history.
planning skills and reflexes. Pacman is one of the
most successful Maze games. An educational • RPG (Role Playing Games): In these
17
• MMORPG (Massive Multiple Online
Role-Playing Games):
MMORPGs are a variation of RPGs, in which
a large number of players interact in an online
virtual world. These digital games are
a valuable basis for collaborative and
Choosing the appropriate game
exploratory activities.
3
XXI http://jeopardygame.wordpress.com/
XXII http://www.vintage-sierra.com/kingsquest.php
XXIII http://everquest.station.sony.com/
18
Table 1: List of some popular commercial games and their learning benefits
Whereas the previous games were not initially built with educational objectives, other games, referred to as
3
serious games,XXIV were built to teach, train or raise awareness. They can be news games (journalistic games
reporting on current events), simulation games (games using strategy and simulating several aspects of reality)
or organizational-dynamic games (games used to teach the dynamics of organizations).
XXIV The definition of 'serious games' can vary
19
Table 2: List of some popular educational games and their learning benefits
Global Conflict: Palestine Serious Games Interactive Understand the Palestinian conflict
Global Conflict: Serious Games Interactive Understand the causes and consequences of
Latin America industrial pollution in South America
Timez Attack Big Brainz Improve algebra skills
Virtual Leader Simulearn Understand leadership
3D World Farmer 3D World Farmer Team Understand the difficulties faced by farmers in Africa
DimensionM Tabula Digita Improve algebra skills
America’s Army UBI Soft Military training
Darfur is Dying mtvU/Reebok Human Rights Understand the living conditions
Foundation/International Crisis Group in Darfur refugee camps
Food Force Deepend/Playerthree for United Learn about disaster relief, food logistics
Nations World Food Programme and delivery
Re-Mission HopeLab Understand how to help and improve the life
of people living with cancer
Revolution The Education Arcade Learn about the American Revolution
SimPort Tygron Understand the challenges involved in
constructing large infrastructures
Power Politics Kellogg Creek Software/Cineplay Understand the processes involved in the US
presidential campaign
Immune Attack Federation of American Understand how the immune system works
Scientists/Escape Hatch Entertainment
Missing LiveWires Design Understand how to surf the Web safely
Virtual U Enlight Software Understand the management
20
3.2 Understanding digital games’ • Which operating software is required for the
technical requirements game?
• How much RAM (Random Access Memory) is
It is difficult for teachers to find software that is recommended for the game to function
suited to their computer lab and to pupils’ home properly?
computers. High computer technical • How much hard drive space is needed to install
21
3.3 Understanding digital game Violence: game contains depictions
rating and standards of violence
Beyond practical considerations, you should Bad Language: game contains bad
determine if the content of the digital game is language
suitable for the pupils in terms of age and content.
Choosing the appropriate game
This choice can be guided by existing rating Fear: game might be frightening or
standards. For example, PEGIXXVII (Pan European scary for young children
Game Information) is a European digital game
rating system. It is supported by most game
Sex: game depicts nudity and/or
publishers and developers in Europe. This rating sexual behaviour or sexual references
system helps to ensure that the content of a game
is suitable for the target audience. It is a voluntary
Drugs: game refers to or depicts the
system used in 32 European countries, but is only
use of drugs (including alcohol and
enforced in two (Finland and Norway). tabaco)
XXVIII http://www.pegi.info/en/index/id/33/
XXVII http://www.pegi.info XXIX http://www.pegi.info/en/index/global_id/505/
22
Choosing the appropriate game
3.4 What to look for in a digital material beforehand. The following points should
game: Testing the game be observed:
23
difficult to perform common tasks such as become familiar with the mechanics of the game.
navigating through the menus or moving the main In addition, games can also be used after school
character. as homework.
Saving and loading the game: The game Taking account of people with disabilities:
should enable players to save the current level and You should check if the digital game
to resume the game at a later stage. This will be accommodates people with disabilities (see next
Choosing the appropriate game
particularly useful if the computer rooms are only chapter for more information on digital games
available for short periods of time. designed for this audience).
Audio: If the game features sounds, a mute Network games: If the game is played over the
button should be available. Internet and involves interaction between
Customization: You should check if it is possible participants (e.g. text or chat), care should be
to customize the game (e.g. character, colour, taken to prevent bullying and to use mechanisms
scenario or level of difficulty). Customization makes to detect and condemn such behaviours. It is very
the gaming experience more personal and keeps important for children to feel safe while playing
players challenged (e.g. by level of difficulty). digital games, and to know that they can report
unacceptable behaviour if it is encountered.
Contextual considerations:
Pedagogical considerations:
Age group: The activities and type of skills
required for the game should be suitable for the Learning curve: The game should use an easy
targeted age group. learning curve, allowing players to make mistakes
Language: The level of the language used should at the start.
be adequate for the age group. Educational content: The game content should
Time: You need to estimate the time required to illustrate the topics taught. Even if the content is
complete challenges to ensure that pupils will have not closely related to the curriculum, it should
enough time to finish the game levels and benefit provide a clear and simplified representation of
from their educational features. Completion time some of the concepts taught.
will vary across games. Whereas mini-games Clear objectives: Teacher should ensure that the
3 available on the Internet are usually designed to be
completed relatively quickly, adventure games or
objectives of the game are stated clearly, so that
children know exactly what they are required to
RPGs might require several hours or days to be do. Frustrating situations can arise from vague
completed. For the latter, it is good practice to instructions. In this case, children might feel stuck,
plan the playing session over a week or more, so because they don’t know how to progress further
that pupils can learn at their own pace and in the game.
24
Clear progression: The teacher should check 3.5 Taking account of children
whether the progression of the player is displayed with disabilities
at all times in the form of a score or progression
bar. This will help children to have a positive
attitude to their performance, and show them that
their actions have an influence on their
XXXI
Audio games are digital games that can be played based
only on audio cues.
http://www.audiogames.net/
XXXII http://www.whitestick.co.uk/
3
comprehensive. If possible, you should print it and XXXIII http://www.audiogames.net/listgames.php
XXXIV http://www.terraformers.nu/
have it ready for pupils before they start playing XXXV http://www.braillebookstore.com/view.php?C=
Talking+Typing+Teacher+for+Windows
the digital game. XXXVI http://www.mynebulous.com/comp145/
XXXVII http://www.braillebookstore.com/view.php?C=
Quality+Quiz+for+Windows
25
to check whether buttons can be read aloud and if it problematic to play games that involve basic
other information can be delivered through audio mathematics (e.g. counting). Likewise, people with
cues. To help reading onscreen information in the dyslexia have difficulties playing digital games where
digital game, screen readers and screen the information is delivered essentially through text.
magnifiers can be used. People with ADD/ADHDXL might find it difficult to
play games with no immediate feedback or games
Choosing the appropriate game
3.5.2 Games for people with an that require prolonged periods of play. You should
auditory disability therefore test the game and identify issues that
might arise depending on pupils’ learning
To make auditory information available to people disabilities. Some digital games have been
with an auditory disability, closed captioning is specifically designed to help particular learning
sometimes available in digital games, enabling disabilities, and might be used in the classroom. For
people to see the meaning of auditory information example, BrigadoonXLI is a digital game based on
such as text or sound effects. Popular commercial Second Life. It is designed for people with autism
digital games that feature closed captions include and Asperger syndrome to help them to socialize
Zork: Grand Inquisitor, Half-life 2 and SiN Episode and to interact with other people.
1: Emergence. Some other commercial digital
games make extensive use of text for dialogues, 3.5.4 Games for people with
feedback or tutorials and are therefore also a physical disability
suitable for people with an auditory disability.
These gamesXXXVIII include: Zoo Tycoon, The Sims, For people with physical disabilities, digital games
Chariot of War, Age of Mythology, Civilization, can be made accessible by choosing a dedicated
Nancy Drew, Pharaoh, and World of Warcraft. controller and also thanks to mechanisms provided in
the game itself or by the operating system. For
3.5.3 Games for people with example, slow-motion gameplay enables players with
a learning disability a physical disability to go through part of the game
where the action is intense. It is important for players
Although players with a mild disability will be able to to be able to customize the controls and to use
3 play most mainstream digital games, some of these
games might not be suited to specific disabilities.
external controllers. One-switch digital games are
suitable for players with severe physical disability
For example, people with dyscalculiaXXXIX might find because they only require one or two buttonsXLII.
26
Play session
4. Conducting
a play session
4.1 Organizing a play session
Conducting a play session
• If the digital game uses sound and if the Before the lesson:
activities are not of a collaborative nature, you • Identify learning objectives.
should ensure that pupils use headphones. • Identify what part of the game or levels might
• Depending on the type of game and on the best support the learning objectives.
learning objectives, you may need to create • Print the list of objectives and help section (or
groups. This will be very effective to engage booklet) of the game to give to the students.
children in discussions or collaborative
activities. During the lesson:
• Take breaks: it is good practice to encourage • Begin by explaining the objectives of the
children to take regular five-minute breaks session.
4 every 45 minutes.
• Make sure that the light in the room is
• Demonstrate the game and explain how
common tasks are performed (e.g. accessing
sufficient and adequate. This can avoid Help, navigating through menus or moving the
occurrences of epilepsy seizures. character).
28
4.1.2 Promoting good, safe and Finally, information should be provided to your
healthy gaming habits teacher colleagues, parents and course-board
members on the pedagogical process, the
Like any other form of activity, digital games preparation and the learning objectives of game-
should be used wisely and appropriately. based-learning. This information should be given
Therefore, you as teachers, and also parents and before and while using the game.
29
Conducting a play session
4
4
game, or to describe the different solutions they asked to comment on the behaviour of some
have tried, and identify the ones that have worked characters, the consequences of their acts and
for them. If the game is used to discuss sensitive possible actions to solve the issues. After running
issues, the characters of the story can be used as the debriefing session, you should summarize the
the starting point for discussion. Pupils might be different points brought forward in the discussion
30
and the learning objectives of the session. You • Where and when does the scene take place?
should also ask pupils to summarize what they • What is the goal of the game?
have learned from the digital game. This will help to • Who is the main character?
formalize and memorize the concepts and ideas • What are the main challenges faced by the
introduced. The issues raised during the debriefing main character?
session can then be referred to during formal • What do you need to do to be successful in
31
4.2.4 Linking game concepts to real
life
32
Questions
5. Frequently
Asked
Questions
Our machines are very old and can’t run
Are digital games bad for pupils’ health? games supplied on CD-ROMS. What are
our options?
If children are taught healthy and safe habits
and if a balance is maintained between play If your machines’ specifications are inadequate
Frequently Asked Questions
and other activities, digital games can be for games supplied on a CD-ROM, you might
a fulfilling activity with little or no risk. try Java or Flash-based games. These games
(especially those using Flash) are lightweight
and not so processor-intensive.
How can I make sure that the digital
game I have chosen is appropriate for
my pupils? We have a very low budget for digital
games. How can we obtain good-value
You need to check the game rating and to play games for learning?
the game yourself to assess whether it is
appropriate in terms of language, violence and Whereas COTS (Commercial-Off-The-Shelf)
educational content. games can be expensive, many other digital
games with educational benefits can be used
for free. Alternatively, digital games can be
How can I make sure children will learn rented.
from the game?
Not all digital games are built with educational How can I know whether children will
objectives in mind. However, some can prove enjoy the game?
successful in teaching or in introducing basic
principles. The most important part is the It is very difficult to know exactly what game
debriefing session, because it enables you to children will or won’t like. However, a good
5 make a link between the game content and
the learning objectives.
starting point is to read the reviews provided in
online forums and magazines.
34
Can digital games replace traditional
classes?
35
6. Resources for
teachers
Resources
6.1 Further reading on the use of 6.1.2 Reports on the use of digital
digital games for learning games for learning
http://games.eun.org/upload/gis-
of digital games full_report_en.pdf.
Synthesis report available at:
Gee, J. P. (2008). http://games.eun.org/upload/gis-
What Digital Games Have to Teach Us synthesis_report_en.pdf
About Learning and Literacy. New York &
Basingstoke: Palgrave Macmillan. Futurelab (2007). Teaching with Games. Final
report available at:
http://www.futurelab.org.uk/resources/documents/pr
Prensky, M. (2006).
oject_reports/teaching_with_games/TWG_report.pdf
Don't Bother Me Mom – I'm Learning!
St. Paul, MN.: Paragon House Publishers. ISSA Press Release (2007). Digital games May
Offer Health Benefits, Experts Suggest.
Shaffer, D. W. (2008). Available at: http://www.issaonline.com/press-
How Computer Games Help Children Learn. room/downloads/exertainment.pdf
New York & Basingstoke: Palgrave Macmillan.
BECTA (2006). Computer Games in Education:
Report. Available at:
http://partners.becta.org.uk/index.php?section=rh
&rid=13595
6 ID=25948
38
6.2 Web portals for digital
games for learning
http://www.ramogames.com/
http://CoolMath4kids.com
39
Glossary of terms
Disorder
AI Artificial Intelligence
Playing Games
Model
40
1 Norman, D. A. (1993). Things that Make 7 Emmelkamp, P. M. G., Bruynzeel, M.,
Us Smart: Defending Human Attributes in Drost, L., van der Mast, C. A. P. G. (2001).
References
the Age of the Machine. New York: Virtual Reality treatment in acrophobia:
Addison-Wesley. a comparison with exposure in vivo.
Cyberpsychology & Behavior. June 2001,
2 Carroll, J. M. (1990). The Nurnberg 4(3): 335-339.
Funnel. Cambridge, MA: MIT Press.
8 ISSA (International Sports Sciences
3 Carroll, J. M. (1998). Minimalism beyond Association) Press Release (2007).
the Nurnberg Funnel. Cambridge, MA: Digital games May Offer Health Benefits,
MIT Press. Experts Suggest. Available at:
http://www.issaonline.com/press-
4 Vygotsky, L. S. (1978). Mind in Society: room/downloads/exertainment.pdf
The Development of Higher Psychological
Processes. Cambridge, MA: Harvard 9 Schmalstieg, D. and Wagner, D. (2007).
University Press. Experiences with Handheld Augmented
Reality. Proceedings of the 6th IEE and
5 Kolb, D. A. and Fry, R. (1975). Toward an ACM International Symposium on Mixed
applied theory of experiential learning. and Augmented Reality (ISMAR 2007),
In C. Cooper (ed.) Theories of Group 3-15.
Process, London: John Wiley.
10 Squire, K. (2004). Replaying History:
6 Csíkszentmihályi, M. (1990). Flow: Learning World History through Playing
The Psychology of Optimal Experience. Civilization III. Available at:
New York: Harper and Row. http://website.education.wisc.edu/
kdsquire/dissertation.html
41
11 Egenfeldt-Nielsen (2007). Educational 13 Squire, K. and Jenkins, H. (2004).
Potential of Computer Games. London: Harnessing the power of games in
References
12 Sandford, R., and Williamson, B. (2004). 14 Kebritchi, M., Hirumi, A. and Bai, H. (2008).
Racing Academy: A Futurelab prototype The Effects of Modern Math Computer
research report. Available at: Games on Learners’ Math Achievement
http://www.futurelab.org.uk/resources/doc and Math Course Motivation in a Public
uments/project_reports/Racing_Academy_ High School Setting. Available at:
research_report.pdf http://www.dimensionm.com/docs/UCFRe
search_Brief_June_202008.pdf
42
This handbook has been written in the framework of European Schoolnet's Games in
Schools project which began in January 2008 and ended in June 2009. The project's
aim was to analyse the current situation in eight countries (Austria, Denmark, France,
Italy, Lithuania, the Netherlands, Spain and UK) with regard to games based learning.
It is composed of various elements, including a synthesis and final report based on
the results of a Europe-wide teachers' survey, case studies and interviews with
relevant national policy makers, researchers and experts, as well as an online
community of practice and finally the present teachers' handbook.
This handbook is intended for teachers interested in using digital games in their
lessons. It provides the necessary information to understand the educational benefits
of digital games and to learn how to use them as educational and motivational
resources. After reading this handbook, teachers should be able to make informed
decisions on the choice and use of digital games in the classroom, and obtain all the
benefits digital games can offer.
The Interactive Software Federation of Europe (ISFE – www.isfe-eu.org) was established in 1998 to
represent the interests of the interactive software sector vis-à-vis the EU and international institutions.
Thirteen major publishers of interactive software and thirteen interactive software trade associations
throughout Europe have joined ISFE.